The impact of science curricula on student views about the nature of science
The impact of science curricula on student views about the nature of science
复制标题
科学课程对学生对科学本质的看法的影响
DOI：
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发表时间：
1993
期刊：
影响因子：
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通讯作者：
Yvonne J. Meichtry
中科院分区：
文献类型：
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作者：
Yvonne J. Meichtry
这篇文献回顾集中在三十年来与大学预科学生对科学本质的理解有关的研究。对科学性质的各个方面进行了研究，揭示了科学家，科学教育工作者和参与决策领域的人之间的协议，即科学的性质是多方面的，是科学素养的重要组成部分。关于学生对科学本质的概念是否充分的研究摘要显示了不一致的结果。虽然大多数研究表明，学生的理解是不可取的，有研究表明，学生的概念是可以接受的。还回顾了关于教学材料和技术对学生理解的影响的研究。语言在科学教学中的影响，教学材料的内容重点，综合科学课程，和一般的教学课程变量发现有负面影响的学生对科学的本质的理解。需要有经验证据证明，旨在促进更充分理解科学本质的创新教学材料和技术取得了成功。
This review of the literature focused on three decades of research related to precollege student understandings about the nature of science. Various interpretations of what aspects characterize the nature of science were examined, revealing an agreement among scientists, science educators, and those involved in policy-making arenas that the nature of science is multifaceted and an important component of scientific literacy. A summary of the research regarding the adequacies of student conceptions about the nature of science revealed inconsistent results. Although the majority of studies show that student understandings are less than desirable, there is research that indicates that student conceptions are acceptable. Research on the impact of instructional materials and techniques on student understandings was also reviewed. The effects of language in science instruction, the content emphasis of instructional materials, integrated science curricula, and instruction in general were curricular variables found to have a negative impact on student understandings about the nature of science. Empirical evidence about the success of innovative instructional materials and techniques designed to facilitate more adequate understandings of the nature of science is needed.